A comparative study of primary and secondary mainstreamed deaf children

Abstract

The integration of deaf children into primary and secondary schools is common but how do those involved with both sectors of education perceive this integration? This study dealt with the integration of twelve deaf children in primary and secondary schools. The implications of integration, the teachers' attitudes and perceptions and the deaf children's social integration are discussed. The role of the peripatetic teacher and the curriculum are considered. I have used questionnaires and carried out observations in schools to look at the variety of perceptions and attitudes held by mainstream staff, hearing and deaf children. The results of these questionnaires and the observations are discussed throughout this study and general findings and suggestions are given in the conclusion. The possible reasons for the differences and/or similarities between primary and secondary schools were discussed in relation to the data obtained from both the questionnaires and the observations. Factors such as age, social integration, resources and support services, teaching modifications and communication difficulties were also discussed.